Technical Assistance Document Assistive Technology for Children and Youth with Disabilities
IDEA Part B

Oklahoma State Department of Education Special Education Services
"changing times in special education"
Sandy Garrett, State Superintendent of Public Instruction
This document was created in collaboration with: Oklahoma Assistive Technology Center and Oklahoma ABLE Tech
May 2008 PDF

Assistive Technology in Public Schools

The federal regulations for implementation of the Individuals with Disabilities Education Improvement Act (IDEA) defines assistive technology (AT) devices and services as follows:

34 CFR §300.5 Assistive Technology Device“Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.”

34 CFR §300.6 Assistive Technology Service“Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device. The term includes:

Assistive Technology in Public Schools

(a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child’s customary environment;

(b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;

(d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and
rehabilitation plans and programs;

(e) Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and,

(f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provideservices to, employ, or are otherwise substantially involved in the major life functions of that child.”

The 2004 reauthorization of IDEA maintains a requirement for Individualized Education Program (IEP) teams to consider the assistive technology needs of students during the development of an IEP. This most recent requirement states:

The IDEA requires schools to provide AT if it is needed for a student to receive a free appropriate public education (FAPE). FAPE can include a variety of services such as special education, related services, supplementary aids and services, program modifications or support for school personnel. AT, just like all other components of FAPE, must be provided at no cost to parents. Schools must provide or pay for any AT necessary to ensure FAPE either directly or through contract or other arrangements. The schools may not unnecessarily delay the provision of AT devices and services due to funding issues if a child requires the devices and services to benefit from the IEP. The specific IDEA requirement for schools to provide AT is as follows:

34 CRF §300.105 Assistive Technology“(a) Each public agency must ensure that assistive technology devices or assistive technology services, or both, as those terms are defined in Sec. 300.5 and 300.6,
respectively, are made available to a child with a disability if required as a part of the child's--

(1) Special education under Sec. 300.36;

(2) Related services under Sec. 300.34; or

(3) Supplementary aids and services under Sec. 300.38 and 300.114(a)(2)(ii).

(b) On a case-by-case basis, the use of school-purchased assistive technology devices in a child’s home or in other settings is required if the child’s IEP team determines thatthe child needs access to those devices in order to receive FAPE.”

34 CFR §300.17 Free appropriate public education“Free appropriate public education or FAPE means special education and related services that -

(a) Are provided at public expense, under public supervision and direction, and without charge;
(b) Meet the standards of the SEA, including the requirements of this part;
(c) Include an appropriate preschool, elementary school, or secondary school education in the State involved; and
(d) Are provided in conformity with an individualized education program (IEP) that meets the requirements of Sec. 300.320 through 300.324.”

34 CFR §300.44. Universal design has the meaning given the term in section 3 of the Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002. The definition of Universal design means a concept or philosophy for designing and delivering products andservices that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.

Determination of Assistive Technology Needs by the IEP Team

IEP teams are responsible for determining whether or not children need AT devices and services to benefit from their educational program.

The IEP team determines the need for AT devices and services on an individual basis. The determination must not be based upon a category, severity, or class of disability. AT devices and services must be provided as indicated on the IEP. The IEP team must specify what, if any, AT devices and services are needed.

Assistive Technology Consideration

IEP teams might consider developing a list of questions to assist team members in determining if a child needs AT. Questions may include, but are not limited to, the following:

Is the student able to produce written work efficiently and progress in the general curriculum or IEP goals?

Is the student able to communicate effectively?

Is the student able to sit independently? Stand independently? Walk independently?

Is the student able to feed him or herself independently?

Is the student able to participate in activities such as art or music with the tools or items readily available in the classroom, or does the student need adaptations, e.g., to hold a paintbrush independently?Is the student able to read effectively and at a pace similar to that of peers?

Is the student able to learn effectively in the classroom, or would particular software programs or other technologies enable the student to learn academic
material more effectively?

Do the mechanics of producing work interfere with the quality of work produced by the student? For example, is the act of writing so difficult for the student that
the quality of written work is substantively affected and the student loses focus on the content?

All children and youth with disabilities are not required to receive AT devices and services.
However, the IEP team must consider the need for AT devices and services for all children
with disabilities to benefit from a free, appropriate public education.

Assistive Technology EvaluationAssistive technology evaluation can occur as part of the student’s educational evaluation or reevaluation. Parents or other team member can request an assistive technology evaluation at any time. IEP teams should consider assistive technology devices and services in the consideration of special factors section of every IEP. Some students will not require technology to meet the goals on their IEPs, but many students will benefit from the use of AT. IEP teams must determine if the AT is necessary for the student to achieve goals, benefit from education, or make reasonable progress in the general curriculum. The team should analyze what is required of students without disabilities of the same age and determine how many of the requirements the student with a disability could completely or partially achieve, if that student had access to appropriate AT.

The IEP is a tool to plan, implement and evaluate progress in special education and related services for students with disabilities, and must be reviewed and revised annually. IEP teams must assess the student’s need for AT on an individual basis.

Assistive Technology in the IEP

When the IEP team recommends an AT device to be a part of the IEP, a brand name of the specific device does not have to be listed on the IEP. IEP teams must ensure that the student gets the device he/she needs. The IEP may find that listing a complete description of the necessary AT device features is beneficial. AT may be included in various places on the IEP a statement of:

The special education and related services, and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modification or supports for school personnel that will be provided for the child,

Any individual modifications in the administration of State or districtwide assessments of student achievement that are needed in order for the child to participate in such assessments, and

Special factors to be considered.

Annual IEP Goals
Assistive technology information can be a part of the annual goal and short-term
objectives/benchmarks on an IEP. How AT will contribute to achieving the goal and
objectives must be clearly stated. The inclusion of AT in the IEP requires an explanation of
how and why the child will use the technology to accomplish a particular goal. The device
could be part of the conditions needed to accomplish the goal and objectives.
Criteria and instructions for developing goals and objectives can be found in the Policies and
Procedures for Special Education in Oklahoma 1993, and the Federal Register, August 14,
2006, for the IDEA Amendments of 2004.

IEP Examples: Goals and Objectives
Academic Skill:
Dillon is a fourth-grade student with a learning disability, participating in the general
curriculum, who is having problems with written expression.
Goal:
Using a word processing program on a computer with a spell checker, Dillon will
make satisfactory passing grades in the fourth-grade general curriculum for language
arts.
Objectives:
Dillon will use a spell checker in composing sentences and paragraphs and will not
misspell any more than two words on his final drafts.
Dillon will receive grades no lower than 75% when using the word processor to
develop and refine his composition skills and check for accuracy in punctuation,
grammar, complete sentences, and one theme per paragraph.
Social Skill:
Katie is a sixth-grade student with moderate cognitive deficits and is nonverbal. As a
result, she is experiencing problems communicating with peers in nonacademic
settings.
Goal:
Using low-tech communication devices for social interactions, Katie will participate in
nonacademic settings with nondisabled peers.
Objectives/Benchmarks:
By the end of the first nine weeks, Katie will use her picture communication wallet to
talk with a minimum of two nondisabled classmates and one adult during sixth-grade
lunch in the cafeteria on a daily basis.
By the end of the second nine weeks, Katie will use her picture communication wallet
and a picture schedule to communicate and follow class instructions for satisfactory
participation in art class.

AT as Supplementary Aids and Services
AT can be a supplementary aid or service to facilitate a student’s participation in a
general education class or other appropriate education setting. Students with
disabilities have the right to an education in the least restrictive environment. To be
successful in the least restrictive environment and to benefit from their education,
students may need supplementary aids and services. Supplementary aids, which may
allow a student to successfully participate in a regular education class or other
education-related setting, include a variety of assistive devices that compensate for
disability and allow the student to perform the required tasks.
AT is necessary as a supplementary aid and service if its use (along with other
necessary aids) supports the student sufficiently to succeed in the current educational
placement, and in the absence of the aid requires the student’s removal to a more
restrictive setting. For example, if a student with multiple physical disabilities makes
progress on his or her IEP goals in the general education classroom with the use of a
computer and an augmentative communication device, but cannot make progress in
that setting without the devices, then those devices are necessary supplementary aids
to be included in the student’s IEP.
IEP Examples: Supplementary Aids and Services
Maggie will make oral presentations and participate in class discussions using an
appropriately programmed electronic communication device.
Susan will use a computer and printer to complete all written assignments.
AT as Related Services
The IDEA requires that special education and related services be made available to all
children and youth with disabilities that require them. Related services are defined
as: CFR §300.34 “transportation, and such developmental, corrective, and other
supportive services as are required to assist a child with a disability to benefit from
special education . . .”
The related services that students with disabilities may require to benefit from special
education include:
(1) Audiology
(2) Counseling services
(3) Early identification and assessment of disabilities in children
(4) Interpreting services
(5) Medical services
(6) Occupational therapy
(7) Orientation and mobility services
(8) Parent counseling and training
(9) Physical therapy
(10) Psychological services
(11) Recreation

(12) Rehabilitation counseling
(13) School health services
(14) Social work services in schools
(15) Speech-language pathology
(16) Transportation
The list of services is not exhaustive and may include other developmental, corrective, or
support services if needed to benefit from special education. School districts may provide
students with disabilities AT devices and services in conjunction with other related services.
School districts must provide related services to a student with a disability at no cost to the
parent.
For students to be successful with AT devices, they need to receive training on the use of the
equipment. Training to use a computer, an augmentative communication device, or large
print viewer, can occur as a related service, which supports the student’s educational
program. Training on AT devices may be written into the IEP as a related service.
Teaching a student to use AT devices may be addressed as part of other related services. For
example, occupational therapy may ensure the student is correctly positioned to use AT
devices and may provide opportunities for the student to learn to use a computer keyboard or
a communication board.

IEP Example: - Related Services-
As part of his speech therapy program, Mark will receive instruction and learn to
effectively use an electronic communication device during social conversation in the regular
classroom environment.
Under the IDEA, a student must be receiving special education to receive related services.
However, under Section 504 of the Rehabilitation Act of 1973 the student may receive
auxiliary services without qualifying for special education.

Assistive Technology for Transition
Assistive technology can play an integral role in the transition process and facilitate greater
independence for the individual moving into adult life. Transition services in IDEA are
defined as follows:
34 CFR §300.43 Transition services. (a) Transition services means a coordinated set
of activities for a child with a disability that—
(1) Is designed to be within a results oriented process, that is focused on improving the
academic and functional achievement of the child with a disability to facilitate the
child’s movement from school to post-school activities, including postsecondary
education, vocational education, integrated employment (including supported
employment), continuing and adult education, adult services, independent living, or
community participation; (2) Is based on the individual child’s needs, taking into
account the child’s strengths, preferences, and interests; and includes—
(i) Instruction;
(ii) Related services;
(iii) Community experiences;
(iv) The development of employment and other post-school adult living objectives;
and
(v) If appropriate, acquisition of daily living skills and provision of a functional
vocational evaluation.
(b) Transition services for children with disabilities may be special education, if
provided as specially designed instruction, or a related service, if required to assist
a child with a disability to benefit from special education.
The role of assistive technology is becoming more important throughout the transition
process because of the increase in independence it can provide. Some people with
disabilities need assistive technology to stay competitive with their nondisabled peers, while
others require technology to interact independently within their environment.
SECTION 504 OF THE REHABILITATION ACT OF 1973
Section 504 of the Rehabilitation Act of 1973 does not specifically define AT devices or
services nor use the term auxiliary aids and services. Reference to AT in Section 504 is
limited to referral to “special education and related aids and services”; in the description of
the delivery of an appropriate education and use of the term “supplementary aids and
services”; and in the discussion of academic settings in which students with disabilities
should be served. A student is not required to be eligible for special education services to be
protected under Section 504. Section 504 also prohibits discrimination against individuals
with disabilities and requires schools to provide equal access to their programs and services
as follows:
34 CFR §104.33 Free appropriate public education
“General. A recipient that operates a public elementary or secondary education
program shall provide a free appropriate public education to each qualified
handicapped person who is in the recipient’s jurisdiction, regardless of the nature of
severity of the person’s handicap.

(a) Appropriate education. (1) For the purpose of this subpart, the provision of an
appropriate education is the provision of regular or special education and related
aids and services that are designed to meet individual education needs of
handicapped persons as adequately as the needs of nonhandicapped persons are
met . . .”

34 CFR §104.4 Discrimination prohibited

(a) “General. No qualified handicapped person shall, on the basis of handicap, be
excluded from participation in, be denied the benefits of, or otherwise be subjected
to discrimination under any program or activity which receives or benefits from
Federal financial assistance.”

AMERICANS WITH DISABILITIES ACT
The Americans with Disabilities Act (ADA) is a civil rights law that prohibits discrimination
against individuals with disabilities in areas of employment, public services, public
accommodations, transportation, and communication. Title II of the ADA, which applies to
schools as state or local entities, does not specifically define AT. It instead uses the term
“auxiliary aids and services,” including AT along with other services such as human
supports. The definition of auxiliary aids and services includes the following:
28 CFR §35.104 Auxiliary aids and services

Title II of the ADA states those physical barriers in existing facilities must be removed, if
removal is readily achievable. If not, school districts must offer alternative methods of
providing the services, if they are readily achievable. In addition, equal access includes the
provision of auxiliary aids and services that are needed for effective communication with
individuals with disabilities. The specific ADA requirements are as follows:
28 CFR §35.160 General

(a) “A public entity shall take appropriate steps to ensure that communications with
applicants, participants, and members of the public with disabilities are as effective as
communications with others.
(b) (1) A public entity shall furnish appropriate auxiliary aids and services where
necessary to afford an individual with a disability an equal opportunity to participate
in, and enjoy the benefits of a service, program, or activity conducted by a public entity.

(2) In determining what type of auxiliary aid and service is necessary, a public entity shall
give primary consideration to the requests of the individual with disabilities.”

Common Questions About Assistive Technology Devices and Services
What is the purpose of assistive technology in education programs?
The purpose of assistive technology is to facilitate the student’s participation in his or
her education program and to enable the student to benefit from the program. For
example, the technology may provide an alternative means of completing work (e.g.,
word processing instead of writing assignments by hand) or an alternative means of
learning, or it may provide access to the school program. Keeping the mandates of
the 1997 and 2004 reauthorized IDEA in mind, assistive technology should support
the student in the general curriculum and in the least restrictive environment to the
greatest extent possible.
Should AT be considered for all students with disabilities?
Yes, under consideration of special factor the IDEA states “that the IEP team shall
consider whether the child requires assistive technology devices and services.”
Is AT required for all students who have an IEP?
No. IEP teams must make decisions regarding the student’s need for AT on an
individual basis and the decision must not be based solely on the disability category
class of the student.
Who makes the decision if a student needs assistive technology devices or services?
The IEP team makes the decision of whether students need AT to benefit from their
educational program. The IEP team may need to rely on an AT evaluation from a
team of professionals. The team could include: a speech/language pathologist,
occupational therapist, physical therapist, special education teacher, psychologist,
computer specialist, hearing specialist, vision specialist. Some school districts may
have an assistive technology team identified and trained to provide the assistive
technology evaluation on a local level. Parent input and participation is important in
the evaluation process and as a member of the IEP team.
How should the scope of the assistive technology evaluation and its components be
determined?
A comprehensive AT evaluation is tailored to the individual student’s needs.
Depending on those needs, the evaluation might address communication, written
work, seating, positioning, mobility, academic and nonacademic concerns, access to
the general curriculum access to extracurricular activities, software and hardware
options, environmental modifications, training, maintenance of the device and other
issues specific to the student.
What are critical components of an assistive technology evaluation/assessment?

AT assessment is a systematic process to ensure that decisions regarding the selection
of AT devices are based on information regarding the student's abilities, needs,
environments, and tasks. AT assessment includes a team approach, assessment of

educational tasks and routines, and is ongoing in nature. Although most AT
assessments are not standardized, the assessment process should be replicable and use
a framework for effective decision making.
What is the role of parents in the AT assessment process?
Parents are members of the IEP team and provide input in all decisions regarding AT
and the IEP. Parents, and the student, if appropriate, should be invited to participate
in all aspects of the process. Parents have information about their child that other
team members can use to fit, customize, and adapt technology to meet their needs.
What are the timelines for purchasing and/or providing assistive technology devices and
services?
IDEA regulations do not specify a timeline for the provision of assistive technology.
However, if AT is determined necessary for a FAPE then it must be provided in a
timely manner. The school district may not delay or deny the provision of AT due to
funding issues, if a child requires AT to benefit from the IEP.
Are personal use devices excluded?
The IEP team decides on a case by case basis what AT a student needs to benefit
from special education and related services. With the exception of cochlear implants
or other surgically implanted devices, if a device included in the IEP, the school is
responsible for the provision of that device or ensuring that it is provided at no cost to
the parents.
Who is responsible for buying assistive technology?
The school system is responsible for acquisition and provision of AT devices.
Sometimes, parents may choose to purchase devices and send them to school with the
student. Schools may use various funding sources to provide needed AT devices with
parental consent, including but not limited to the following:

Who owns the assistive technology device?
It depends on who purchased the device. If the school purchased the device, the
school maintains ownership. If the parents’ private insurance or Medicaid purchased
the device, then it belongs to the student.
May the student take home assistive technology devices purchased by the school?

Yes. As stated in the IDEA regulation 34 CFR §300.308 (b), “On a case-by-case
basis, the use of school-purchased assistive technology devices in a child’s home or

in other settings is required if the child’s IEP team determines that the child needs
access to those devices in order to receive FAPE.” The IEP team will decide if a
student requires the use of school-owned equipment in environments outside the
school environment, including the student’s home.
Who is responsible for maintenance and repair of equipment?
The local school district is responsible for repairing AT devices used as part of the
student’s special education and related services. The school system is responsible for
ensuring that the student receives substitute equipment while his or her device is
being repaired. Additionally, the school is responsible for ensuring that the external
components of surgically implanted medical devices are functioning properly.
What provisions should be made while AT devices are being repaired?
It may not be possible to provide the same device in the interim. During the
development of the student’s IEP, IEP teams should identify: the steps to take if the
device needs repairs; how they will secure a substitute system; and what other
technology options, used on a temporary basis during the repair process, would offer
an acceptable substitute to the student’s device.
What provisions should be made for transfer of equipment when a student moves to
another school or to a post-school program?
Local school districts should consider transferring the equipment with the student.
Participating agencies should discuss the transfer of AT equipment for a student
transitioning from school to post-school programs, using Memoranda of
Understanding or Interagency Agreements between agencies that procure AT. Refer
to Appendix B the Assistive Technology Devices Purchases/Sales Agreement Form
and Sample Depreciation Spreadsheets.
What should happen when an assistive technology device is no longer appropriate for a
student?
First, the IEP team should complete an AT evaluation to determine why the device is
no longer working for the student. The IEP should also determine what, if any, AT
the student needs and provide the necessary devices. School districts may then use
the student’s old device for another student or for a centralized loan program.
Do parents have the right to request a due process hearing over the provision of assistive
technology?
Yes, AT devices and services contribute to an appropriate education for a child with
disabilities, and are subject to the procedural safeguards required by the IDEA,
including the right to request a due process hearing. As specified in the Policies and
Procedures for Special Education in Oklahoma, parents or guardians may request a
hearing to determine whether an educational program is free and/or appropriate for a
child with disabilities, or a child alleged to have a disability.

What are assistive technology resources in Oklahoma?
The Oklahoma State Department of Education contracts with the Oklahoma
Assistive Technology Center (OATC) for the Assistive Technology Program for
Oklahoma Public Schools. OATC, provide a network of AT assistance, materials,
and information through the Oklahoma Public Schools Assistive Technology Loan
Program. OATC has locations in Oklahoma City and Tulsa they can be contacted by
phoning (800) 700-OATC (6282). In addition, Oklahoma ABLE Tech is a federally
funded state program that provides short term equipment loan program (lending
library) demonstration centers, training and information and referral on assistive
technology. Oklahoma ABLE Tech has partner locations in Oklahoma City and
Tulsa as well as their main office at the OSU Seretean Wellness Center in Stillwater,
their toll free number is (800) 257-1705.

Assistive Technology Consideration Checklist
Student: ________________________________________ School: ______________________________________________
DIRECTIONS
1. Complete the student information section below to provide information on the student's needs, abilities, and difficulties as well as environments and barriers
to success.
2. Please check (.) the instructional or access areas in Column A that are appropriate for the student. Please leave blank any areas that are not relevant to the
student. Specify all relevant tasks (e.g., copying notes from board, responding to teacher questions) within each area in the space provided. Check the settings in
which the task is required: GEC: General Education Classroom SEC: Special Education Classroom COM: Community HOM: Home.
3. In Column B, specify the standard classroom tools (low technology to high technology) used by the student to complete relevant tasks identified in Column
A. Place a check (.) in the boxes in Column B if the student is able to independently complete the tasks with standard classroom tools. For areas in which the
student can complete the tasks independently, it will not be necessary to complete Columns C-D.
4. In Column C, specify the accommodations/modifications and assistive technology solutions that are currently being utilized. Place a check (.) in the boxes
in Column C if the student can adequately complete the tasks specified in Column A using the identified accommodations/modifications and assistive technology
solutions.
5. Complete Column D if the student can not adequately complete the task with accommodations/modifications and assistive technology solutions specified in
Column C.
Student needs, abilities, and difficulties:
Student environments:
___General Education Classroom (List all classes):
___Special Education Classroom (List all classes):
___Community (List all settings):
___Home:
Barriers to student performance and achievement:

A. Instructional or Access Areas

B. Independent with
Standard Classroom Tools

C. Completes Tasks with Accommodations/Modifications and/or Assistive Technology Solutions Currently in Place

Consideration Outcomes:
_____ Student independently accomplishes tasks in all instructional areas using standard classroom tools. No assistive technology is required.
_____ Student accomplishes tasks in all instructional areas with accommodations and modifications. No assistive technology is required.
_____ Student accomplishes tasks in all instructional areas with currently available assistive technology. Assistive technology is required.
_____ Student does not accomplish tasks in all instructional access areas. Additional solutions including assistive technology may be required.
Specify any assistive technology services required by this student.
Consideration Checklist Completed by: Position: Date:
Revised 09/27/00

Assistive Technology Consideration Resource Guide

The following information is provided to assist educational teams in considering assistive technology in the development, review, and/or revision of a student’s
Individual Educational Plan. This document provides a framework for identifying relevant tasks within instructional areas as well as appropriate
accommodations, modifications, and technology solutions. Additional tasks and solutions will need to be added to address individual student needs.

Agreement for the Purchase/Sale or Statement Declining the Sale of Assistive Technology Devices by Oklahoma School Districts/Public Agencies
Statement of Purpose for Agreement
The school districts and public agencies that are signatories to the agreement, hereinafter referred to as “the Parties,” recognize the need for continued
use of assistive technology devices that were originally purchased for individual students when the student moves from one school district to another
or transitioning to other public agency service systems.
As a result, the parties hereby agree to the continued use of such devices by the student when the student changes school districts or transitions to
other public agency service systems. Such continued use can be through one of the following methods: (a) by transfer or sale of the devices by the
school district or agency to the student’s new school district; (b) by the transfer or sale of the devices by the school district or agency to the student or
the student’s parents or legal guardians; or (c) by any other legal means that are acceptable to the student, and the parties to the agreement.
The parties further agree that in the event of a transfer or sale of assistive technology devices, they may use the “Agreement for the Purchase/Sale or
Statement Declining the Sale of Assistive Technology Devices by Oklahoma School Districts and Public Agencies.”
All transfers or sales of assistive technology devices will be made according to applicable state and federal law, rules, and regulations.

Agreement for the Purchase/Sale or Statement Declining the Sale of Assistive Technology Devices by Oklahoma School Districts/Public Agencies
Check Appropriate Box:

. Purchase/Sales agreement, between school districts or between a school district and a public agency or parents. If box is checked, complete
Section A.

Section A
______________________________agrees to sell “as is” the assistive technology device(s)
school district or public agency
described below to ________________________________for use by________________
purchasing school district, public agency, or person child/client name
Description and Price of Device(s):
____________________________________ Price set by: Appraisal Current Market Value Other*
____________________________________ . . .
*If checked, explain__________________________________
Price determined by calculations as set forth in the Addendum.
______________________________is not liable for any nonconformities in the device(s) after
school district or public agency
it is purchased by the individual’s new school district, agency or parent/individual person.
____________________________________________________________ __________
signature of superintendent or authorized official of district or public agency selling assistive technology Date
____________________________________________________________ __________
signature of superintendent or authorized official of district or public agency, or person purchasing assistive technology Date

Section B
______________________________declines to sell the assistive technology device(s)
school district or public agency
requested by _________________________________________________
requesting school district, public agency, or parent/individual person
on______________________for the following reasons:

. The assistive technology device is currently being used by another child (children)(client(s).

. The assistive technology device is a “general use” device and is not available for sale. It has been/is being modified for other children/clients.
. Other ___________________________________________________
____________________________________________________________ ______

signature of superintendent or authorized official of district or public agency Date

Sample Device Depreciation Spreadsheets

Assistive
Technology Device

Estimated
Useful
Life*

Device
Age

Estimating
Remaining
Life

Original
Purchase
Price

Depreciation

Current
Value

Alpha Smart Pro

5

2

3

$279.00

$111.60

$167.40

Macintosh cable

7

2

5

$10.00

$2.86

$7.14

downloading
software

7

2

5

$19.00

$5.43

$13.57

Carry case

7

2

5

$25.00

$7.14

$17.86

TOTAL

$333.00

$127.03

$205.97

*Note: Computers/AAC devices utilizing computer technology: 5 years.
Other types of devices: 7 years.
The Alpha Smart Pro is a word processing keyboard that the school purchased to implement a student’s IEP
writing objectives. The cable and software enable the student (or teacher) to upload information from the
keyboard to computer or vice-versa.
The above example illustrates how the depreciation model works for this package of device when the device
in question is 2 years old. The depreciation is figured by taking the original purchase price ($279) and
dividing it by the estimated useful life (5). The figure attained ($55.80) is multiplied by the device age (2)
and subtracted from the original purchase price ($279.00). This figure will be the current value ($167.40) for
the remaining life. Spreadsheet examples that continue on the next page, age other device packages to
provide an idea of how this process works for a range of devices.
Formula